Wednesday, June 12, 2019

Assistive
technology (AT) refers to a number of accommodations and adaptations which
enable individuals with disabilities to function more independently.This includes
any type of technology that provides students with disabilities greater access
to the general education curriculum and increases the potential to master
academic content, interact with others, and enhance functional independence and
quality of life. While AT is not necessary or required for every student
receiving special education services, schools are required to provide the
appropriate assistive technology system when it supports the child’s access to
a free and appropriate public education (FAPE). There are various types of
technology ranging from "low" to "high" tech that might be
incorporated into the educational setting to increase children’s independent
functioning skills and reduce barriers that may prevent them from performing at
a similar level as their peers. For example, students may use software with
word prediction capabilities that allow them to have more success with written
composition. Hardware such as portable keyboards, laptop computers, and tablets
may lessen the physical demand of writing for students with weak fine motor
skills or difficulty coordinating ideas with writing. Similarly, a
speech-generating device or voice output communication aids may meet the needs
of children with limited expressive language, by providing an effective means
of verbal communication.

It is important
for educational teams to consider AAC for any student with autism. For some autistic students, AAC may act as the primary mode of communication. For others, it may
be a secondary form. A referral to an assistive technology specialist or
speech-language pathologist for an evaluation should be made for a student who
may benefit from assistive technology and/or an augmentative communication
system. As with all assessment and intervention
procedures, a team approach is necessary to determine the child’s strengths and
limitations, and the range and scope of potential assistive technology options
to address their specific needs.

Wilkinson, L. A.
(2017). Best Practice in Special Education. In A best practice guide to
assessment and intervention for autism spectrum disorder in schools (pp. 157-200). London &
Philadelphia: Jessica Kingsley Publishers.

Saturday, June 1, 2019

One of the most
common myths about autistic individuals is that they don’t feel empathy
towards others. There are two interrelated types of empathy: affective or emotionalempathy, which
involves feeling an appropriate emotional response to another person’s emotion,
and cognitiveempathy, or Theory of Mind
(ToM), which involves understanding or predicting another person’s perspective.
The affective component of empathizing involves feeling an appropriate emotion
triggered by seeing/learning of another’s emotion. When engaged in affective
empathy, we vicariously experience the emotional states of others,
understanding that our feelings are not ours, but rather those of the other person.
Sympathy is also considered an affective component of empathy. It is the
feeling or emotion triggered by seeing or learning of someone else’s distress
which moves you to want to take an action that will help ease their suffering.

The cognitive or ToM component of empathy
involves the understanding and/or predicting what someone else might think,
feel, or do. It is the ability to identify cues that indicate the thoughts and
feelings of others and “to put oneself into another person’s shoes.” It is also
referred to as “mentalizing,” “mindreading,” and “perspective taking.” The
ability to reflect on one’s own and other people’s minds (beliefs, desires,
intentions, imagination and emotions) allows us to interact effectively with
others in the social world. ToM may also be thought of existing on a continuum
with some individuals able to “mindread” relatively easily and intuitively,
while others experience varying degrees of problems interpreting and predicting
another person’s behavior. Most (but not all) typical individuals are able to
mindread relatively easily and intuitively. They can read another person’s
facial expression and body language, and tone of voice and recognize his or her
thoughts and feelings, and the likely course of their behavior. In other words,
they interpret, predict, and participate in social
interaction automatically, and for the most part, intuitively. Often referred to as "mindblindness," it is this cognitive component of empathy that is delayed in autism.

Unfortunately, the failure to understand the difference
between affective empathy and cognitive empathy has led to a persistent myth
and stereotype that people with autism lack empathy and
cannot understand emotion. It’s critically important to recognize thatautism
is characterized by challenges associated with cognitive empathy (ToM), not emotional empathy which is intact. Although autistic individuals may have difficulty with social cues and understanding and predicting another’s
thoughts, motives and intentions, they have the ability
to care and be concerned about other people’s feelings. Autism
does not deprive someone of emotional empathy! Autistic people can and do experience feelings and
emotions intensely as everyone else, even though it may not always be obvious to others in a "typical" way.

Key References and Further
Reading

Baron-Cohen, S.
(1991). The theory of mind deficit in autism: how specific is it? British
Journal of Developmental Psychology, 9. 301-314.

Total Pageviews

Top 50 Autism Blog Award

Translate

Welcome

Thank you for visiting bestpracticeautism.com

The objective of bestpracticeautism.com is to advocate, educate, and informby providing a best practice guide to the screening, assessment, and intervention for school-age children on the autism spectrum. Timely articles and postings include topics such as screening, evaluation, positive behavior support (PBS), self-management, educational planning, IEP development, gender differences, evidence-based interventions (EBI) and more. This site also features up-to-date information on scientifically validated treatment options for children with ASD and a list of best practice books, articles, and links to organizations. Designed to be a practical and useful resource, bestpracticeautism.com offers essential information for psychologists, teachers, counselors, advocates and attorneys, special education professionals, and parents.

Best Practice Guide

Praise for "A Best Practice Guide..."

“It is rare that one book can pack so many resources and easy to digest information into a single volume! Families, school personnel, and professionals all need the extensive, and up-to-date tips, guides, and ‘must-knows’ provided here. It’s obvious the author is both a seasoned researcher and practitioner – a winning combination.” - Dr. Debra Moore, psychologist and co-author with Dr. Temple Grandin, of The Loving Push: How Parents & Professionals Can Help Spectrum Kids Become Successful Adult

“Dr Wilkinson has done it again. This updated and scholarly Second Edition reflects important recent changes regarding diagnosis and services for students with Autism Spectrum Disorder. With its numerous best-practice suggestions, it is a must-read for school psychologists, school social workers, and those who teach in general and special education.” - Dr Steven Landau, Professor of School Psychology in the Department of Psychology, Illinois State University

“This book is an essential resource for every educator that works with students with ASD! The easy-to-read format is complete with up to date research on evidence-based practices for this population, sample observation and assessment worksheets and case studies that allow the reader to apply the information presented.” - Gena P. Barnhill, PhD, NCSP, BCBA-D, LBA, Director of Special Education Programs at Lynchburg College, Lynchburg, VA

Continuing Education (CE/CEU) Credit

Best Practice Autism Podcast

The Thrive with Apergers Podcast: Ovrecoming Anxiety and Depression on the Autism Spectrum

Disclaimer

BESTPRACTICEAUTISM.COM DOES NOT ENDORSE ANY TREATMENT, MEDICATIONS, OR THERAPIES FOR AUTISM. THE WRITTEN MATERIALS CONTAINED ON THIS SITE ARE FOR INFORMATIONAL PURPOSES ONLY.